Exploring the linguistic complexity of third-grade numerical literacy.
Conceptual versus procedural knowledge
Development of numerical skills
Number reading
Number syntax
Journal
Cognitive research: principles and implications
ISSN: 2365-7464
Titre abrégé: Cogn Res Princ Implic
Pays: England
ID NLM: 101697632
Informations de publication
Date de publication:
18 Jul 2024
18 Jul 2024
Historique:
received:
03
03
2024
accepted:
03
07
2024
medline:
18
7
2024
pubmed:
18
7
2024
entrez:
17
7
2024
Statut:
epublish
Résumé
Reading numbers aloud, a central aspect of numerical literacy, is a challenging skill to acquire, but the origins of this difficulty remain poorly understood. To investigate this matter, we examined the performance of 127 third- and fourth-grade children who read aloud, in Hebrew, numbers with 2-5 digits. We found several key observations. First, we observed a substantial variation among the 3rd graders-7% and 59% errors in the top and bottom deciles, respectively. Second, the task difficulty stemmed from syntactic processing: Most errors were distortions of the number's syntax, as opposed to digit substitutions or transpositions, and the main factor affecting a specific number's difficulty was not its magnitude, as is commonly assumed, but rather its syntactic structure. Third, number reading performance was not predicted by a school-like task that assessed syntactic-conceptual knowledge of the decimal system structure, but rather by knowledge of specific syntactic-verbal rules, suggesting that the syntactic-verbal knowledge is separate from the syntactic-conceptual knowledge. Last, there was a double dissociation between 4-digit numbers and 5-digit numbers, which in Hebrew have completely different syntactic structures: Half of the children showed a significant advantage in one number length compared to the other, with equal numbers of children preferring either length. This indicates that the different syntactic-verbal rules are learned relatively independently of each other, with little or no generalization from one rule to another. In light of these findings, we propose that schools should specifically teach number reading, with focus on specific syntactic-verbal rules.
Identifiants
pubmed: 39020081
doi: 10.1186/s41235-024-00575-5
pii: 10.1186/s41235-024-00575-5
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
48Subventions
Organisme : Israel Science Foundation
ID : 998/21
Organisme : Jacobs Foundation
ID : 2019-1320-05
Informations de copyright
© 2024. The Author(s).
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